【作者】 王琨；

【导师】 张日昇；

【作者基本信息】 河北大学 ， 发展与教育心理学， 2003， 硕士

【摘要】 本研究首先对以往教师期望和教师差别行为的文献进行综述，并且在以往研究的基础上，结合本国的教育现状和研究现状提出本文要研究的问题。从以往的调查数据我们已经发现，当前我国师生关系的状况的确存在着问题，本研究拟就影响师生关系的因素之一的、教师差别行为为出发点进行研究，考察教师期望理论基础上的教师差别行为是如何影响学生对教师的情感反应、进而影响师生关系的。本研究以问卷法为主，以访谈法为辅，采用随机取样方法在某市及郊县初级中学一、二、三年级，包括普通中学和私立中学，共925人，男生438人，女生484人，另外有三人不明性别。教师被试18人。根据访谈结果和以往相关研究文献，收集教师差别行为项目，自编问卷。问卷分为学生版和教师版，每个版本针对甲乙学生各一套；学生版本还包括学生的情感反应问卷。研究结果如下： 1．学生认为教师对高成绩者和低成绩者的差别行为表现在四个方面：学习支持方面，提供的情感氛围方面，给予的机会和优待方面和对学习要求和压力方面。初中生认为，教师给高成绩者比低成绩者更多的学习方面的辅导和支持，更多锻炼、表现的机会和特殊的优待，对学习有更高的要求和压力；在教师提供的情感氛围上，学生认为教师给低成绩者比给高成绩者的稍微积极一些。 2．初中生对教师差别行为的认知存在年级差异(差别行为分数=对高成绩者行为得分一对低成绩者行为得分)。在学习支持、机会与优待、要求与压力因子上，随着年级的增长，学生认知到的教师差别行为分数升高，即学生认为教师给高成绩者比低成绩者这些方面的行为的差值随年级而增大；在情感支持因子上，随年级升高认知到的教师差别行为分数减小(绝对值)。 3．初中生对教师的情感反应上存在年级差异，低年级学生比高年级学生对教师的反应更加的积极。 4．教师对高、低成绩者表现出的行为差别与学生的情感反应呈负相关。教师对高、低成绩者表现出的行为差别越明显，学生对教师的情感反应越消极。并且教师对低成绩者表现出越多的积极行为指向，学生对教师的情感反应越积极。 5．初中教师和学生在知觉教师的差别行为上有显著差异。教师在知觉他们的差别行为时，比学生表现得更加理想化和极端。在学习支持和提供的情感氛围因子上，教师比学生知觉得更加理想化；在给予机会优待和要求与压力因子上，教师知觉得更加极端。更多还原

【Abstract】 The purpose of this study was to investigate how junior high school students perceive their teacher’ differential behaviors to hypothetical high and low achievers, and the relation between perception and reaction to their teacher. This study adopted questionnaire and interview, there are 925 junior high school students participating the inventory .579 subjects of all sample participate the formal inventory. The formal questionnaire include student’ edition and teacher’ edition, each edition include two inventories, toward hypothetical high and low achievers. Subjects were asked to finish the questionnaire before December, the results are as following:First, teacher’s differential behaviors perceived by their students include four factors: learning supporting (I), emotional supporting (II), chance and privilege (III), demand and pressure (IV). Students think teacher had given high achiever more learning supporting, chance and privilege, higher level demand and pressure than low achiever; however, in emotional supporting, students think low achiever receive more than high achiever.Secondly, students perception of teacher differential behaviors exist grade difference. (PDB score=high achievers score-low achiever score). In the factor I, III, IV, students perceive that the PDB score get to higher, but in the factor II, students perception is on the other hand with grade.Thirdly, students reaction to their teacher exist grade difference. Low-grade students’ reaction is more positive than high-grade students.The relation between students’ perception of teacher differential behavior score and their reaction is negative. The higher PDB score (absolute value), the more negative students’ reaction to their teacher. Moreover, the much more teacher treat low achiever positively, the more positive students’ reaction.The perception to differential behavior between students and their teacher exist remarkable difference. Teacher’ perception is more rosy and excessive. In the former two factors, teacher’ perception is more favorable; in the latter two factors, teacher’perception is more extreme.更多还原